A superimposed self-character mediated video chat system with the function of face-to-face projection based on talker's face direction

2013 ◽  
Author(s):  
Yutaka Ishii ◽  
Shiho Nakayama ◽  
Tomio Watanabe
Keyword(s):  
Face To Face ◽  
Video Chat

Revisiting the Relationship Between Deception and Design: A Replication and Extension of Hancock et al. ()

2021 ◽  
Author(s):  
David M Markowitz
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Personality Traits ◽  
Social Interactions ◽  
Instant Messaging ◽  
Design Features ◽  
Technological Design ◽  
Face To Face ◽  
Video Chat ◽  
The Relationship

Abstract Evidence published nearly 20 years ago suggested people tell more lies per social interaction via synchronous, distributed, and recordless media (the phone) versus relatively richer (face-to-face communication) and leaner media (email, instant messaging). With nontrivial changes to the size and variety of our media landscape, it is worth re-examining the relationship between deception and technology. Over 7 days, 250 participants reported their social interactions and lies across face-to-face communication, social media, texting, the phone, video chat, and email. Replicating Hancock, Thom-Santelli, and Ritchie (2004), people told the most lies per social interaction over synchronous, distributed, and recordless media (the phone, video chat), though the effects were small and between-person effects explained more variance than between-media effects. Lying rates were also associated with aversive personality traits, plus antisocial, and relational deception motives. Together, while media options have evolved, technological design features often remain stable and indicate deception rates. Theoretical contributions are discussed.

Integrating International Video Chat into the Foreign Language Curriculum

2015 ◽  
Vol 5 (2) ◽  
pp. 72-84 ◽  
Author(s):  
Tasha N. Lewis ◽  
Holly Schneider
Keyword(s):  
Foreign Language ◽  
Real Time ◽  
Language Curriculum ◽  
Face To Face ◽  
Exchange Program ◽  
Foreign Language Curriculum ◽  
Video Chat ◽  
University Level ◽  
Second Year ◽  
The University

This article is a description of face-to-face real-time international virtual language exchanges that have been integrated into first and second year Spanish courses at the university level. The focus of this article is to explain the origins of the virtual language exchange, its implementation into the program-wide curriculum, its effect on students, and to explain in detail how a session operates. The success of the virtual language exchange program is evident based on an analysis of video captured dialogues, coordinator and facilitator observations of the program, as well as participant feedback about the experience. The content and methodology of this article are adaptable to any second/foreign language course.

Teaching with Real Time Communications Technologies

2008 ◽  
pp. 196-209
Author(s):  
Richard Caladine
Keyword(s):  
Real Time ◽  
Approaches To Teaching ◽  
The Real ◽  
Face To Face ◽  
Text Chat ◽  
Rich Media ◽  
Communications Technologies ◽  
Video Chat ◽  
Access Grid ◽  
Definition Of

Real time communications technologies are just that: technologies that facilitate real time or synchronous communications. An example that springs rapidly to mind is the telephone. The real time communications technologies (RTCs) that are commonly found in educational contexts include text-based examples such as text chat, and rich media examples such as video chat, videoconference, and Access Grid. Teaching with RTCs is not the same as face-to-face teaching due to the imposition the technology makes on the learning, thus limiting some activities. Full definitions of videoconference and video chat and recommendations for teaching with videoconference and video chat are discussed in detail in Chapter XIII. Likewise, teaching with Access Grid plus a description and a definition of it are provided in Chapter XIV. In this chapter some general approaches to teaching that are common to all RTCs are discussed and contrasts are drawn between other approaches that clearly highlight the differences in the RTCs.

Infant emotional engagement in face-to-face and video chat interactions with their mothers

Enfance ◽  
2020 ◽  
Vol N°3 (3) ◽  
pp. 353
Author(s):  
Elisabeth McClure ◽  
Yulia Chentsova-Dutton ◽  
Steven Holochwost ◽  
W. Gerrod Parrott ◽  
Rachel Barr
Keyword(s):  
Emotional Engagement ◽  
Face To Face ◽  
Video Chat

Using an Audio-Video Chat Program in Language Learning

2011 ◽  
pp. 507-520 ◽  
Author(s):  
Yuko Kinoshita
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Real Life ◽  
Target Language ◽  
Broadband Internet ◽  
Face To Face ◽  
Video Chat ◽  
Internet Connections ◽  
The University ◽  
Audio Video

This chapter presents a descriptive report on a video chat project undertaken in early 2006 at the University of Canberra, Australia using iChat. Video chat enables two or more people with personal computers and broadband Internet connections to ‘chat’ with audio and video so they are visible to each other, in real time, almost as though in face to face communication. This project aimed to provide L2 learners opportunities to practice speaking with and listening to native speakers of the target language and experience real-life communication in the target language. The report contains a detailed account of the methodology and observations made on student behaviour and motivation during the project. Students participated enthusiastically in the project and seemed to be highly motivated to use iChat to communicate with native speakers of Japanese in Japan. The project showed that there is great potential for video chat as a language learning tool.

Developmental Transformations over video chat: An exploration of presence in the therapeutic relationship

2020 ◽  
Vol 6 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Julie Regula
Keyword(s):  
Therapeutic Relationship ◽  
Subjective Experiences ◽  
Face To Face ◽  
Video Chat ◽  
Developmental Transformations ◽  
Virtual Interactions

This study examined how the phenomenon of presence in the therapeutic relationship shifts when participating in therapy online as opposed to in person. A duoethnographic study was conducted in which the researcher and another drama therapist engaged in two Developmental Transformations sessions, one face-to-face and one via video chat, and wrote about their subjective experiences of presence during each session. From these data, themes arose that confirmed the complexity of presence and suggested presence is further complicated during virtual interactions.

An Evaluation of Interteaching in an Asynchronous Online Graduate-Level Behavior Analysis Course

2018 ◽  
Vol 45 (3) ◽  
pp. 264-269
Author(s):  
Chrystal Jansz Rieken ◽  
Wesley H. Dotson ◽  
Stacy L. Carter ◽  
Annette K. Griffith
Keyword(s):  
Behavior Analysis ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Graduate Level ◽  
Traditional Lecture ◽  
Face To Face ◽  
Video Chat

Interteaching (IT) has demonstrated more effective and durable learning than traditional lecture-style teaching. Whereas IT’s effectiveness has been established in traditional face-to-face courses, there is a need to extend the evaluation of IT to increasingly common course delivery modalities such as online courses. The purpose of the present study was to compare IT and traditional online course delivery across two sections of the same graduate-level course. IT was adapted by having students form pairs to video chat synchronously about comprehension questions, submit a teaching record, and then listen to the instructor’s recorded follow-up lecture to address the questions from the paired discussion. Results showed that students in the IT section performed better on average on quizzes and most assignments.

Face-to-Face

1992 ◽  
Vol 1 (2) ◽  
pp. 11-12 ◽  
Author(s):  
James Jerger
Keyword(s):  
Face To Face

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

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